THE IMPACT OF SCREEN TIME AND GLOBAL CONTENT CONSUMPTION ON READING AND WRITING LITERACY SKILLS OF LOWER-GRADE ELEMENTARY SCHOOL STUDENTS

Abstract

The development of information and communication technology in the digital era has brought significant changes to the field of education, where elementary school students are increasingly exposed to digital devices, commonly referred to as screen time. This study aims to analyze in depth the impact of screen time and global content consumption on the reading and writing literacy skills of lower-grade elementary school students. Using a literature review method based on various relevant academic journals and scientific reports, the findings indicate that excessive screen time poses risks such as decreasing students’ interest in reading, reducing the frequency of book reading, and hindering their ability to comprehend texts deeply. On the other hand, digital technology also holds positive potential when utilized appropriately through digital books and interactive educational applications that can enhance students’ learning motivation. In conclusion, although digital technology facilitates rapid access to information, proper supervision and strategic use are necessary to prevent the decline of students’ fundamental literacy skills.